Michelle Carter

EGP 335
Professor Bradley
November 13, 2018

Lesson Plan
Unit: United States
Lesson: Physical Geographic features of Missouri

Lesson Preparation:
Learning Objectives:
a) Students will be able to locate Missouri on a map of the United States of America
b) Students will able to recall and locate all the major bodies of water, mountainous areas, and
historical landmarks.
c) Students will be able to recall popular tourist sites and their significance in Missouri
Standards by Discipline and Content Themes:
a. Pennsylvania
a. Standard 7.2.3.A: Identify the physical characteristics of places and regions.
b. Standard 7.1.3.A: Identify and locate places and regions as defined by physical and
human features.
b. NCSS Themes
a. Construct and use mental maps of locales, regions, and the world that demonstrate the
understanding of relative location, direction, size and shape
b. Interpret, use, and distinguish various representations of the earth, such as maps,
globes, and photographs
c. Estimate distance and calculate scale
d. Locate and distinguish among varying landforms and geographic features, such as
mountains, plateaus, islands and oceans
e. Work independently and cooperatively to accomplish goals.
Academic Language:
Geography- the study of the physical features of the earth and its atmosphere
Missouri Compromise- Allowed Missouri to join the United States as the 24th state. It began a
long-lasting controversial conflict over the slave state (Missouri) and the free states.
Technology, Materials & Resources
1. Enlarged map on the projector to pinpoint the state capital, rivers, mountains, landmarks and
tourist attractions
2. Classroom iPads will be utilized by students to research and share the different landmarks and
tourist locations as I will add them to the image projected for the class to see
3. Large 11”x17” printed outline of the state of Missouri
4. Play doh (brown, blue, green, yellow & red)
Anticipatory Set
1. The class will be reminded of the introduction into geography we reviewed the previous day.
On the large United States map located in the front of the class, I will select one student to come
up and show the class where on the map the state of Missouri is located. I will give a brief
introduction on how far the state is from our home state and a size comparison.
2. I will then encourage the students to view the enlarged map of Missouri located on the
projector and use their previous knowledge of cardinal direction and answer the following
questions located on the board:
 a. Using cardinal directions, where is the state capital located?
b. What state is directly to the west of Missouri?
c. What plateau is located in the south of Missouri?
d. What mountains are located in southeast Missouri and how high (altitude) is the
mountains?
Instructional Activities
1. Once I’ve observed a satisfactory review of the cardinal directions and the students were able
to locate the items addressed on the board, we will discuss as a class the other physical
geographic features of Missouri and where they are located within the map.
2. When we complete looking over the physical features of the state, the students will utilize the
classroom tablets to work in groups based upon their seating arrangements of four to research
tourist attractions and landmarks. I will allot 15 minutes for the students to come up with six
different possibilities to share.
3. After compiling a group of six different tourist attractions of landmarks, each group will share
information about one attraction and one landmark of their choice. One member from the
group will be asked to come up and share where their group’s attraction and landmark is in the
state of Missouri.
4. While each student is addressing the information shared, I can elaborate by introducing
interesting websites about the tourist attractions and landmarks located throughout Missouri
Closing
1. In the same groups, the table will be given a large print out of the outline of Missouri. As a
group, the students will use play doh to display lakes, rivers, mountains, landmarks, and tourist
attractions on the map outline.
2. When all groups have completed their display, I will ask the students in the class to stand. As a
group, I will rotate the students clockwise around the classroom, so they can view their peers
displays. Once all the displays have been viewed by the class, the students will return to their
seats. While sitting at their seats, students will pair off with the students sitting next to them
and they will discuss what they liked about the displays of their peers. After five minutes or so
of discussing, I will ask a handful of students to share what they liked about another groups
display or what they think we could of added to the display based on what we learned about
Missouri during the class.
3. When we completed the display discussion, each student will write two facts about a tourist
attraction or landmark in Missouri and two facts regarding the physical characteristics of
Missouri. When students complete the assignment, they will be asked to please place their
assignment in the drop bin prior to going on to our next subject.
Meeting All Learners
1. The anticipatory activity will meet the needs of visual and reading and writing learners. They
will view the enlarged map on the projector to visualize where these specific features are
located and will write the answers down in their notebooks.
2. Visual and reading and writing learners will allow get an understanding of the geographic
features of Missouri through the use of technology to research different aspects of the state to
then share as a class.
3. The needs of kinesthetic learners is meet through the hands on activity of creating a play doh
display of the state of Missouri. The key features which we covered during class will be added
to the sculpture to display their understanding of the location of these places on the map.
Accommodations
1. For students with visual difficulties, I could provide a map at the table for them to view rather
them the projected version.
 2. For students with textile issues, they could draw the physical features discussed in class rather
than utilizing the play doh
3. For students with difficulty working in larger groups, I would allow that student to work with
one peer rather than multiple students.
Assessing Objectives
1. To ensure the students have met the objectives of today’s assignment, I would require the four
facts about Missouri be placed in the drop bin prior to transition to the next subject. The display
using play doh or crayons will also display the students’ familiarity with the features located in
the state.